Advising Students with Disabilities
Students with documented physical or learning disabilities may have special needs requiring accommodations. These students must be registered with the Office of Social Equity (OM 200, #477-1161). The Office of Social Equity advocates for the protection of the rights of all constituencies to work and learn in an environment that is free from discrimination and harassment. This office assists and supports the learning of those students who have physical, psychological, and/or learning disabilities. This office evaluates and maintains all documentation and forwards confidential information to professors regarding students' needs. In addition, students who are registered with the Office of Social Equity are eligible for priority scheduling. As a result, you will need to meet with such students for advisement early, before you meet with your other advisees and before the regular scheduling process begins. Since first-year students are inexperienced with the scheduling process, you may need to be intrusive and contact them first. Most upper-class students are aware that they need to see you early and know that you must release their advising holds before they can schedule.
If you have an advisee who you suspect may benefit from an assessment to determine if he or she is eligible for accommodations, contact the Office of Social Equity. Staff members can refer the student to licensed professionals for an evaluation. Do not allow your students to accept excuses for failure; through your language and actions, "program" your students for success.
Some suggestions for working with students follow.
Learning disabilities
- Working with students with learning differences is a rewarding challenge. Always remember that each student's learning difference is a distinct combination of strengths and weaknesses that can range from gifted to severe. As an academic advisor, you should help these students meet their individual needs.
- Understand students' differences and the barriers they face.
- Become acquainted with the particular resources available, such as the Learning Center, Counseling Center, and the Office of Social Equity. Encourage students to utilize these resources.
- Allow and encourage students to communicate any difficulties they are experiencing to you or other campus resource professionals.
- Monitor students' progress periodically to identify patterns or problems.
- Provide both emotional and academic support.
- Schedule early contact with advisees, especially within the first six weeks of the semester, and then increase the student's responsibility.
- Encourage students to take courses that will enable them to utilize a multi-sensory approach to learning (auditory, oral, written, and hands-on skills). When advising students to enroll in courses, it is important to know their strongest skills.
- Avoid stereotypical attitudes and expectations about the selection of a certain major or career. Example of a stereotype: students with learning differences should go into social work or psychology because they would be sensitive to the needs of others.
- Suggest that students keep an updated journal or appointment book showing when their assignments are due.
